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ABSTRACT The paper examines (a) the values and assumptions which underpin school effectiveness research, and (b) the problem of applying its findings in schools. It does so in the light of a number of critiques of this research emanating from both the USA and the UK. The author argues that the issues at stake between school effectiveness researchers and their critics are best understood as disagreements about the nature and purposes of schooling rather than disagreements about the facts. What is required is more dialogue about the values and assumptions which shape both SER and the views of its critics. This paper attempts to provide an initial framework for starting such a dialogue.
John Elliott (Sat,) studied this question.